Filipino: Key to Nationalism

Former South African president Nelson Mandela once said: “Education is the
most powerful weapon which you can use to change the world.” His words are deeply
engraved in every teacher, curriculum planner, and significant individuals behind today's
educational system because these people invest a large amount of time and energy in
constructing and delivering an effective educational program. However, what is the
basis of the learning program and to what extent is its effectiveness observable? In the
context of the Philippines, is the Department of Education building an educational
system that develops “Filipinos who passionately love their country… and contribute
meaningfully to building the nation”? These questions are what I contemplated upon
reading an intriguing paper by Professor Renato Constantino entitled "The Miseducation
of the Filipino".

Professor Constantino’s paper revolved around 2 central points. First, the current
educational system of the Philippines that was formulated by foreign invaders
(particularly the Americans) served as a tool for the advancement of their political
propaganda. The curriculum manipulated Filipinos into believing that America is the
‘Great Savior’ who rescued them from Spain, thus promoted colonial policies and
hampered nationalism. Secondly, as Filipinos continue to be educated by American
propaganda, they continue to adapt and evolve into a new generation of “Filipino-
Americans”. Consequently, this generation is very ‘un-Filipino’, patronizing all things
American and placing little significance on local products. This is especially evident in
scenarios where one prefers to purchase imported goods over their own products. In
addition, the generation is very responsive and receptive to the adoption of American
lifestyle and values, particularly the use of English as a medium of instruction in most
schools and universities. "A foreign tongue as a medium of instruction constitutes an
impediment to learning and thinking because a student first has to master new sounds,
new inflections, and new sentence constructions” (Constantino 13). Ultimately,
Professor Constantino advocates for the utilization of Filipino as the foremost language
in delivering education.
 Through this paper, my eyes have been opened and my convictions have been
formulated. In my opinion, I am against the use of English as the primary medium of
instruction in schools and universities. I believe that as we continue to utilize a foreign
language as our central means of communication, we can never achieve nationalism
because foreign languages were implemented as a form of colonial propaganda. As a
result, we must recalibrate our educational system to a Filipino curriculum that truly
produces citizens that passionately love the country and contributes to national
development. Correspondingly, I, along with other promoters, support the use of Filipino
as the main instrument for this new Filipino educational system that will be administered
to public and private, sectarian and non-sectarian, local and international schools
nationwide. Although the implementation of this program will be difficult since most
students are already accustomed to the English language, I believe that this advocacy
will be a great stride and an important asset to the unity of the Filipinos whose objective
is to cooperate and help fellow countrymen in hopes of achieving national development
and economic emancipation.